Journal ArticleDOI
Quality in Interpretive Engineering Education Research: Reflections on an Example Study
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TLDR
In this paper, the authors present reflections on challenges to research quality in an example interpretive engineering education study, and offer a quality framework that emerged from this study as a coherent, discipline-specific view on interpretive research quality.Abstract:
Background
The emerging discipline of engineering education research is increasingly embracing a diverse range of interpretive research methods, whose adoption is characterized by a lack of coherent ways to conceptualize, communicate, and judge the quality of interpretive inquiries. Yet fields that have traditionally employed these methods do not offer a consensus about research quality.
Purpose
This article presents reflections on challenges to research quality in an example interpretive engineering education study, and offers a quality framework that emerged from this study as a coherent, discipline-specific view on interpretive research quality.
Design/Method
Analysis of the prior study of engineering students' competency formation by the author(s) is combined with a synthesis of the literature from the broad intellectual traditions of the interpretive paradigm to inform the development of a theoretical framework of research quality.
Results
Drawing on the engineering metaphor of quality management, we propose a systematic, process-oriented framework of research quality along two dimensions: a process model locates quality strategies throughout the research process, and a typology systemizes fundamental aspects of validation (theoretical, procedural, communicative, and pragmatic) and the concept of process reliability to explicate quality strategies in their fundamental contribution to substantiating knowledge claims.
Conclusion
The quality framework provides a way to develop and demonstrate overall research quality in the interpretive inquiry by shifting attention away from assessing the research quality of a final product. Rather, the framework provides guidance to systematically document and explicitly demonstrate quality considerations throughout the entire research process.read more
Citations
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Evolving social responsibility understandings, motivations, and career goals of undergraduate students initially pursuing engineering degrees
TL;DR: This paper used the Weidman Input-Environment-Output model as a framework to study the connections between engineering and social responsibility and found that engineering students who stayed in engineering tended to converge on basic responsibilities such as safety and bettering society as a whole, but less concerned with improving the lives of the marginalized and disadvantaged.
Proceedings ArticleDOI
Narrating the Experiences of First-year Faculty in the Engineering Education Research Community: Developing a Qualitative, Collaborative Research Methodology
Courtney June Faber,Cheryl A. Bodnar,Alexandra Coso Strong,Walter C. Lee,Erin J. McCave,Courtney S. Smith +5 more
TL;DR: In this paper, the authors used collaborative autoethnography and collaborative inquiry to narrate the experiences of six engineering education researchers (EERs) as they transition into new faculty roles within the EER community.
Journal ArticleDOI
Defining Open-Ended Problem Solving Through Problem Typology Framework
TL;DR: The development of a research method toward accessing how students think about design is described, what constitutes a measurable response, and how to compare through qualitative research methods pre and post student performance are described.
Journal ArticleDOI
Researchers Explore Their Roles as Participant-Researchers in Characterizing the Lived Experiences of Graduate Students in Engineering Education Research in Canada: A Collaborative Autoethnography.
TL;DR: In this paper, four graduate students from four distinct Canadian institutions engaged in collaborative autoethnography to explore their dual roles as participant-researchers investigating the lived experience of graduate students studying engineering education research (EER) in Canada.
Proceedings ArticleDOI
Mindful Methodology: A Transparent Dialogue on Adapting Interpretative Phenomenological Analysis for Engineering Education Research
TL;DR: Kirn et al. as discussed by the authors studied student perceptions, beliefs and attitudes towards becoming engineers, their problem solving processes, and cultural fit, focusing on the interactions between engineering cultures, student motivation, and their learning experiences.
References
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Book
Discovery of Grounded Theory: Strategies for Qualitative Research
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Journal ArticleDOI
The Discovery of Grounded Theory: Strategies for Qualitative Research.
Book
Qualitative Data Analysis: An Expanded Sourcebook
TL;DR: This book presents a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting, and describes how coding initiates qualitative data analysis.
Book
Qualitative inquiry and research design: choosing among five traditions.
TL;DR: Creswell as mentioned in this paper explores the philosophical underpinnings, history and key elements of five qualitative inquiry traditions: biography, phenomenology, grounded theory, ethnography and case study.